The relationship of motivational climates and perceived benefits scale of physical education in university students: A focus on differences in sporting events and sex.

<p>The purpose of this study was to examine the relationships among perceived motivational climates and perceived benefits scale of physical education in university students. Our basic study model was that the presence of 2 motivational climates (mastery climate and performance climate) would influence to promote perceived benefits of physical education. The sample comprised 1370 university students (mean age=19.0±0.6years) who were four-year universities and were taking physical education course. The measures used included a questionnaire on motivational climates in physical education (2 sub-scales: “mastery climate”and “performance climate”), and perceived benefits scale (5 sub-scales: “Acquisition of exercise skills and training methods”, “Understanding the importance of cooperative play and improvement in communication skills”, “Stress coping and arousal of positive feeling”, “Improvements in physical strength and physical activities,” and “Establishment of regular lifestyles”). The validity of this model was verified using structural equation modeling by every 4 groups (male-individual sporting events (n=408), female-individual sporting events (n=463), male-team sporting events (n=308), female-team sporting events (n=191) ). The results of study suggested the following processes: (1) The mastery climate had a positive influence on perceived benefits of physical education. (2) The performance climate had a positive influence on “Improvements in physical strength and physical activities” and “Establishment of regular lifestyles”. (3) The performance climate had a positive influence on “Acquisition of exercise skills and training methods” (female-individual sporting events group and female-team sporting events group). (4) The performance climate had a negative influence on “Understanding the importance of cooperative play and improvement in communication skills” (male-team sporting events group and female-team sporting events group). (5) The performance climate had a negative influence on “Stress coping and arousal of positive feeling” (male-team sporting events group only). In conclusion, to enhance perceived benefits with physical education course, it is important for teachers to cultivate a mastery climate.</p>